Year 2019, Volume 8, Issue 3, Pages 217 - 236 2019-07-31

Türkiye’de uygulanan fen bilimleri dersi öğretim programının PISA fen okuryazarlığı çerçevesiyle değerlendirilmesi
Evaluating Turkish science curriculum with PISA scientific literacy framework

Nurcan Cansız [1] , Mustafa Cansız [2]

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Her toplumun -fen bilimleri alanında kariyer yapmayacak olsa bile- fen okuryazarı bireylere ihtiyacı vardır. Türkiye 2015 PISA uygulamasında fen okuryazarlığı puanına göre 35 OECD üyesi ülkeler arasında 34. sırada yer almıştır. PISA gibi uluslararası düzeyde uygulanan sınavlarda alınan görece başarısız sonuçlar, Türkiye’de fen eğitiminin farklı bileşenlerinin sorgulanmasını gerekli kılmıştır. Sınıf içi uygulamalara dönük bu bileşenlerden biri de kuşkusuz fen bilimleri dersi öğretim programıdır. Bu noktadan hareketle, bu çalışmada Türkiye’de uygulanan fen bilimleri dersi öğretim programının fen okuryazarlığı boyutlarını hangi ölçüde yansıttığı PISA 2015 Fen Okuryazarlığı Değerlendirme Çerçevesi kullanılarak araştırılmıştır. Bu çerçeve fen okuryazarlığını bağlamlar, bilgi, yeterlikler ve tutumlar olmak üzere dört boyutuyla tanımlamaktadır. Bulgular mevcut programın fen okuryazarlığın dört boyutunu dengeli bir şekilde vurgulamada yetersiz kaldığını ve programının daha çok içerik bilgisine yoğunlaştığını ortaya koymuştur. Gelecekte yapılacak program güncelleme ve geliştirme çalışmalarında bu iki noktanın göz önünde bulundurulması, hem PISA gibi uluslararası sınavlarda başarımızı artıracak, hem de fen okuryazarı öğrenciler yetiştirmede mesafeleri daha hızlı kat etmemize olanak sağlayacaktır.

Any society needs more scientifically literate citizens even if they do not follow a career in science. In the 2015 PISA assessment, Turkey ranked 34th among 35 OECD countries based on science literacy scores. The relatively unsuccessful results of Turkey from international level examinations like PISA has necessitated the questioning of various components of science education. One of these components is surely the science curriculum. Being aware of this, we investigated the primary and middle school Turkish science curriculum for the balance of science literacy aspects based on the PISA 2015 science literacy framework. This framework defines scientific literacy under four aspects, namely contexts, knowledge, competencies, and attitudes. The results revealed that the Turkish science curriculum does not adequately reflect all dimensions of science literacy and is dominated by the pure knowledge of the content of science. The curriculum developers should consider these two points in future curriculum revisions to increase our success in international examinations like PISA and to help raise scientifically literate students.
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Primary Language en
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Orcid: 0000-0002-2336-3205
Author: Nurcan Cansız (Primary Author)
Institution: Artvin Çoruh University, Faculty of Education
Country: Turkey


Orcid: 0000-0002-7157-2888
Author: Mustafa Cansız
Institution: Artvin Çoruh University, Faculty of Education
Country: Turkey


Dates

Publication Date: July 31, 2019

APA Cansız, N , Cansız, M . (2019). Evaluating Turkish science curriculum with PISA scientific literacy framework. Turkish Journal of Education, 8 (3), 217-236. DOI: 10.19128/turje.545798